567 Advanced Introduction to Spanish ACP

 Gr 9 - 12 | 6 Credits | Year-Long | 5x per Cycle | *PREREQUISITE:  568 Introduction to Spanish ACP or Permission from Department Head

After successful completion of Introduction to Spanish ACP (568), students continue their study of Spanish. The course is designed to develop language skills in reading, writing, speaking and listening at a slower pace. The course stresses a proficiency approach, with primary emphasis on the context and purpose of communication through the three modes: interpersonal, interpretive, and presentational language. After completing Introduction to Spanish ACP and Beginning Intermediate Spanish ACP over a two-year sequence, students may continue to Spanish 2 Honors the following year. 

Prerequisite: 568 Introduction to Spanish ACP or recommendation of grade 8 Spanish teacher/special permission from the department head.

Performance Target: Novice-High on the ACTFL scale.

Essential Skills:

(From the Massachusetts Curriculum Framework for World Languages)

• Interpretive Communication - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

• Interpersonal Communication - Interact and negotiate meaning in spontaneous spoken, signed, or written conversations to share information, reactions, ideas, feelings, opinions, and perspectives 

• Presentational Communication - Present information, concepts, ideas, feelings, opinions, and perspectives to inform, explain, persuade and narrate on a variety of topics using appropriate media, and adapting to various audiences of listeners, readers, or viewers. 

• Intercultural Communication - Interact appropriately with others in and from another culture. 

• Cultures - Gain cultural competence and understanding. 

• Comparisons - Develop insight into the nature of language and culture to interact with cultural competence. 

Success Criteria:

I can independently create a spoken or written message or participate in a conversation using novice-mid language.

• I can mostly be understood by someone used to a language learner. 

• I use highly practiced words and expressions and can add simple details.

• I use sentences, and simple questions. I begin to combine words and phrases to create original sentences.

• I convey my knowledge of a few basic cultural products and practices.

• My errors with targeted structures and/or word order do not interfere with communication.